Examining properties, weighing and comparing mass of foods
(3.1b,3.1c,3.1d,3.1e,3.1f)
I
Erie Boces Kit
Lessons 12-16
Erie Boces Kit
Topic: Sound, Heat, and Light
NYS Standard
4 The Physical Setting
Time Frame/Duration: approx. 10/24-11/10
Content Key Idea:
Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator:
4.1Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
Vocabulary
vibrate, volume, pitch, source, conduct
Major Understandings
I/R/M
Suggested Activities
Resources
Assessments
Teacher Notes
Examine sound, it is produced when objects vibrate, how to change volume and pitch
(4.1a, 4.1b, 4.1d)
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Intro. sound (song on B22), identify differences in volume, high and low pitch, examine instruments & how they make sound
S. Foresman Unit B Chapter 2
Lesson 1 p.B24-B25
flip chart, KWL chart
Lesson 2 p.B26-B27
flip chart
2- Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
3- Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator:
2.1- Describe the relationship among air, water, and land on Earth
3.1- Observe and describe properties of materials, using appropriate tools
3.2- Describe chemical and physical changes, including changes in states of matter
Vocabulary
matter, properties, solid, liquid, gas, freezing, melting, boiling/melting/freezing point, evaporation, condensation, precipitation, water vapor, drop/decrease & rise/increase in temp., water cycle, mixture, dissolve, solution, filter, physical change, chemical change
Major Understandings
I/R/M
Suggested Activities
Resources
Assessments
Teacher Notes
Thinking about matter, properties, and change
(2.1c, 3.1a, 3.1b, 3.1c, 3.1e, 3.1f, 3.1g, 3.2a, 3.2c)
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Erie Boces Kit
Lesson 1
Erie Boces Kit
Scott Foresman Unit B Chapter 1: p. B8, B10, B12, B13, flip chart, Your Sci. Handbook (back of book) p.42-43
Use student worksheets assigned with kit
S. Foresman
Teacher's Assmnt. Package Chapter 1 Assessment p.23-24
Time Frame/Duration: approx. 1/9-3/6 (kit comes12/8), do after Changes & in conjunction with Math measurement Do not do Activities 14-18 (done in Balancing & Weighing)
Content Key Idea:
3- Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator:
3.1- Observe and describe properties of materials, using appropriate tools.
Vocabulary
unit of measure, standard unit, nonstandard unit, height, width, length, centimeter, metric, ruler, fraction, measuring tape, meter, accuracy, estimate, shape, size, temperature, thermometer, observe, capacity, liter, volume
Major Understandings
I/R/M
Suggested Activities
Resources
Assessments
Teacher Notes
Thinking about estimating and measuring in standard and nonstandard units
(3.1c, 3.1d, 3.1e)
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Monroe Boces Kit
Activities 1-6
Monroe Boces Kit
S. Foresman: Your Science Handbook (back of book) p.4-5
Use Student Activity Book assigned with kit
Explore and compare shape, size, and area
(3.1c, 3.1d, 3.1e)
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Monroe Boces Kit
Activity 7
Monroe Boces Kit
Explore temperature and use of thermometers
(3.1c, 3.1d, 3.1e)
R
Monroe Boces Kit
Activities 8-10
Monroe Boces Kit
Explore capacity, serial order, liters, and volume
(3.1c, 3.1d, 3.1e)
I
Monroe Boces Kit
Activities 11-13
Monroe Boces Kit
Topic: Force, Magnets, and Electricity
NYS Standard
4 The Physical Setting
Time Frame/Duration: approx. 3/6-4/6
Content Key Idea:
4- Energy exists in many forms, and when these forms change energy is conserved.
5- Energy and matter interact through forces that result in changes in motion.
Performance Indicator:
4.1- Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
5.1- Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.
1- Living things are both similar to and different from each other and from nonliving things.
2- Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
3- Individual organisms and species change over time.
4- The continuity of life is sustained through reproduction and development.
5- Organisms maintain a dynamic equilibrium that sustains life.
6- Plants and animals depend on each other and their physical environment.
7- Human decisions and activities have a profound impact on the physical and living environments.
Performance Indicator:
1.1- Describe the characteristics of and variations between living and nonliving things.
1.2- Describe the life processes common to all living things.
2.1- Recognize that traits of living things are both inherited and acquired or learned.
2.2- Recognize that for humans and other living things there is genetic continuity between generations.
3.1- Describe how the structures of animals complement the environment of the animal.
3.2- Observe that differences within a species may give individuals and advantage in surviving and reproducing.
4.1- Describe the major stages in the life cycles of selected animals.
4.2- Describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
5.1- Describe basic life functions of common living specimens (e.g., guppies, gerbils, tadpoles & toads)
5.2- Describe some survival behaviors of common living specimens.
6.1- Describe how animals, including humans, depend upon each other and the nonliving environment.
6.2- Describe the relationship of the Sun as an energy source for living and nonliving cycles.
7.1- Identify ways in which humans have changed their environment and the effects of those changes.
Examine the life cycle of tadpole to toad
(1.1a,1.2a,2.1a,2.2a,3.1a,3.2b,4.1a,4.1e,4.1g,4.2a,4.2b,5.1a,5.1b,5.2b,5.2c,5.2d,5.2e,5.2f,5.2g,6.1b,6.1c,6.1e)
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Use kit & Teacher's Guide to further examine/ expand on major understandings covered, relate S. Foresman readings to kit
Monroe Science Kit
(done in conjunction with S. Foresman chapter)
Calendar (or notebook) of changes that occur as tadpoles grow into toads
Identify types of animals, characteristics of them, and how they are classified
(2.1a,2.2a,3.1a,3.1c,5.1a,5.2f,5.2g)
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Intro. types of animals- identify toads as amphibians, (expand on book to include birds, fish, insects) & identify characteristics of each
Lab Manual p.17
Topic: Erie-Balancing and Weighing September 3 start
(3.1b,3.1c,3.1d,3.1e)
Lessons 1-6
(3.1b,3.1c,3.1d,3.1e,3.1f)
Lessons 7-11
(3.1b,3.1c,3.1d,3.1e,3.1f)
Lessons 12-16
(4.1a, 4.1b, 4.1d)
Lesson 1 p.B24-B25
flip chart, KWL chart
Lesson 2 p.B26-B27
flip chart
Instructional Resources p.36
Lab Manual p.46
Teacher Assessment Package- graphic organizer p.27 & Chap. 2 Assessment p.29-30
and materials that conduct heat
(4.1a, 4.1b, 4.1d, 4.1f)
(skip Lesson 4)
(4.1a, 4.1b, 4.1d)
Experiment with shadows p.B38-B39
Lesson 6 p.B36-B37
flip chart, Instructional Resources p.36, Lab Manual p.46
Chap. 2 Review p.B40-B41
3- Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1- Observe and describe properties of materials, using appropriate tools
3.2- Describe chemical and physical changes, including changes in states of matter
(2.1c, 3.1a, 3.1b, 3.1c, 3.1e, 3.1f, 3.1g, 3.2a, 3.2c)
Lesson 1
Scott Foresman Unit B Chapter 1: p. B8, B10, B12, B13, flip chart, Your Sci. Handbook (back of book) p.42-43
S. Foresman
Teacher's Assmnt. Package Chapter 1 Assessment p.23-24
(2.1c, 3.1e, 3.1g, 3.2a, 3.2b, 3.2c
Lessons 2-3
S. Foresman p.B16-B17, transparency #4
(with kit lesson 2)
S. Foresman p.C38-C39, flip chart
(with kit lesson 3)
(2.1c, 3.1b, 3.1e, 3.1f, 3.1g, 3.2a, 3.2b, 3.2c)
Lessons 4-16
S. Foresman p.B14-B15, flip chart
(with kit lesson 4)
Do not do Activities 14-18 (done in Balancing & Weighing)
(3.1c, 3.1d, 3.1e)
Activities 1-6
S. Foresman: Your Science Handbook (back of book) p.4-5
(3.1c, 3.1d, 3.1e)
Activity 7
(3.1c, 3.1d, 3.1e)
Activities 8-10
(3.1c, 3.1d, 3.1e)
Activities 11-13
5- Energy and matter interact through forces that result in changes in motion.
5.1- Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.
(5.1b,5.1c)
Explore gravity activity p.B49
Lesson 1 p.B46-B47
Teacher's Assessment Package KWL p.32, flip chart, Your Sci. Handbook (back of book) p.44-45
Lesson 2 p.B48-B49
Teacher's Assessment Package graphic organizer p.33
Chap. Review p.34 Chap. 3 Assessment p.35-36
(5.1b,5.1e)
Your Sci. Handbook p.16-17
Fishing with magnet p.B53 (use with Lab. Manual p.55)
Lesson 4 p.B52-B53
flip chart, Lab Manual p.55
Lesson 7 p.B58-59
Transparency 6,
flip chart
2- Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
3- Individual organisms and species change over time.
4- The continuity of life is sustained through reproduction and development.
5- Organisms maintain a dynamic equilibrium that sustains life.
6- Plants and animals depend on each other and their physical environment.
7- Human decisions and activities have a profound impact on the physical and living environments.
1.2- Describe the life processes common to all living things.
2.1- Recognize that traits of living things are both inherited and acquired or learned.
2.2- Recognize that for humans and other living things there is genetic continuity between generations.
3.1- Describe how the structures of animals complement the environment of the animal.
3.2- Observe that differences within a species may give individuals and advantage in surviving and reproducing.
4.1- Describe the major stages in the life cycles of selected animals.
4.2- Describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
5.1- Describe basic life functions of common living specimens (e.g., guppies, gerbils, tadpoles & toads)
5.2- Describe some survival behaviors of common living specimens.
6.1- Describe how animals, including humans, depend upon each other and the nonliving environment.
6.2- Describe the relationship of the Sun as an energy source for living and nonliving cycles.
7.1- Identify ways in which humans have changed their environment and the effects of those changes.
(1.1a,1.2a,2.1a,2.2a,3.1a,3.2b,4.1a,4.1e,4.1g,4.2a,4.2b,5.1a,5.1b,5.2b,5.2c,5.2d,5.2e,5.2f,5.2g,6.1b,6.1c,6.1e)
(done in conjunction with S. Foresman chapter)
Teacher's Assessment Package graphic organizer p.9 Chap. Review p.10 Chapter 2 Assessment p.11-12
(2.1a,2.2a,3.1a,3.1c,5.1a,5.2f,5.2g)
Lab Manual p.17
flip chart, KWL chart, Lab Manual p.17
(1.2a,4.1a,4.1e,4.1f,4.1g,4.2a)
Lesson 2 p.A32-A33
Lesson 3 p.A34-A35
flip chart, Lab Manual p.19
(1.1a,3.1c,3.2a,5.1b,5.2e,5.2f,5.2g,6.1e,7.1c)
(1.1a,1.2a,3.2a,4.2b,6.1b,6.1c,6.2b)
Lab Manual p.22
(1.1a,3.1a,3.1c,3.2a,3.2b,5.2f)
flip chart